LOYOLA UNIVERSITY CHICAGO SCHOOL OF SOCIAL WORK EXEMPLAR SYLLABUS

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1 LOYOLA UNIVERSITY CHICAGO SCHOOL OF SOCIAL WORK EXEMPLAR SYLLABUS Course Title: Advanced Family Treatment Course Number: SOWK 613 Course Prerequisite(s): All 500 level courses completed. Semester/Year: Class Time: TBA by Section Class Location: TBA by Section Instructor: Office Location: Office Hours: Phone: TBA by Section Instructor TBA by Section Instructor TBA by Section Instructor TBA by Section Instructor COURSE DESCRIPTION This seminar course is designed to deepen students clinical practice competence in family therapy. Through discussion, experiential exercises (including formation of simulated families), use of case vignettes and films this course will focus on refining understanding of the therapeutic process and the development of family therapy assessment and intervention skills. This course is designed for students to advance their theoretical integration and the application of intervention skills in family therapy. The purpose of this advanced practice seminar is to assist students in applying clinical family therapy theories and techniques. Special emphasis will be placed on the students critical assessment of different applications of selected theories and techniques from various models of family therapy. Class participation, instructor s use of case vignettes as well as student construction of case vignettes, discussion of training films shown and simulated family therapy sessions will be structured to maximize students learning experiences. Case vignettes of family therapy from students' field work will also be used to examine both clinical and ethical issues germane to social work practice. Research and best practice/evidence-informed clinical practice issues will be explored through readings and class discussion. In this course, students will refine family assessment skills and intervention strategies for working with families in the ecological systems context in which they exists e.g. community, school, social, cultural, religious, political, and economic factors. Attention will be placed on issues such as: gender, race, ethnicity, religion, immigration status and acculturation/assimilation of the family and family members. Different family structures (i.e., nuclear, gay/lesbian, single parent, extended, augmented, step/blended and other changing 1

2 family patterns), will be studied as far as implications for family assessment and intervention. Issues such as domestic violence, substance abuse, divorce and separations, etc. and implications for family therapy will also be examined. Students are expected to integrate various components of learning (theoretical and practical) toward a synthesis of systemic views on functional and dysfunctional families and their implications for research, practice and policy. RELATIONSHIP TO OTHER COURSES: This is one of the advanced elective courses for students in School Social Work, Mental Health and the Families and Children specializations. The course is designed to help students in these specializations to deepen their theoretical and practice knowledge and skill development for social work practice within their specialization. LEARNING OBJECTIVES & EPAS RELATED COMPETENCIES 1 Through course materials and assignments, students are expected to demonstrate mastery of the following objectives, all of which are at the advanced practice level. At the conclusion of this course, each student shall demonstrate competency in: Apply critical thinking to inform and communicate professional judgments. Advanced PB: Demonstrate critical thinking by communicating their professional judgment using oral and written communication as appropriate to the practice setting Assignment: Assignment Advance local and international human rights and social and economic justice. Advanced PB: Use knowledge of the effects of oppression and discrimination on clients and client systems to guide treatment planning and intervention. Assignment: Assignment Engage in research-informed practice and practice-informed research. Advanced PB: Use practice experience with clients to inform the formulation of researchable questions to enable them to become more evidence-informed in selecting interventions, particularly with diverse and marginalized clients. Assignment: Assignment Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities a Engagement Advanced PB: Demonstrate sensitivity to the interpersonal dynamics and cultural/contextual factors that can both strengthen and potentially threaten a therapeutic alliance. Assignment: Assignment 1 1 The identified EPAS/PBs for the course may not be varied among sections for the same course. Assignments attached to specific EPAS/PBs are considered the standard assignments across all sections of the same course. Section Instructors may add additional topics/materials/assignments to their section, but they may not change the basic course topics/materials/assignments. 2

3 2.1.10b Assessment Advanced PB: Select and modify social work interventions based on ongoing assessment with their clients. Assignment: Assignment c Intervention Advanced PB: Demonstrate the use of specific and appropriate techniques for a range of presenting problems they have identified in their psychosocial assessment of the client d Evaluation Advanced PB: Evaluate the outcomes of their interventions and use this information to calibrate and modify their further work with their clients. Assignment: Assignment 3 CRITERIA FOR GRADING Grades are based upon criterion-referenced grading. The Description of Assignments section of this document reviews the specific points for each assignment. In general, letter grades are assigned using the criteria below: Letter Grade A B C D F I Description Grades and Values Overall performance is Exceptional A % A % Overall performance is Good B % B % B % Overall performance is Acceptable. Work meets basic expectations set by C % Instructor. A grade of C- requires that BSW and MSW students retake the C % course. C % Overall performance is Poor - student must retake course. D % D % Overall performance is Unsatisfactory - student fails course. See Student F 0 Below 60% Handbook. At the discretion of the section Instructor a temporary grade of Incomplete may be assigned to a student who, for a reason beyond the student s control, has been unable to complete the required work in a course on time. The request signed by the student and the faculty member must be on approved and on file with the BSW or MSW Program Director when grades are submitted. See Student Handbook. READING ASSIGNMENTS: All reading assignments are listed in the Course Schedule. It is expected that students will come to class having read the materials and are prepared to discuss them. Students are encouraged to explore other resources if certain concepts are not understood. Supplemental readings may also be listed so students may explore the topic further Required Text Rasheed, J, Rasheed, M. N., & Marley, J. (2011). Family Therapy: Models and Techniques. Thousand Oaks, CA: Sage. 3

4 Recommended (On Reserve at Lewis Library) Ho., M. N., Rasheed, J.M., & Rasheed, M. N. (2004). Family Therapy with Ethnic Minorities. 2 nd Ed. Thousand Oaks, CA: Sage Publications, Inc. Sperry, J.C., Carlson, J. & Peluso, P.R. (2006). Couples Therapy: Integrating Theory and Technique (2 nd Ed.) Denver, Co.: Love Publishing. DESCRIPTION OF ASSIGNMENTS All assignments must be submitted prior to/or on the date and time indicated on the course syllabus. All assignments have mandatory due dates. Later papers are NOT ACCEPTED. Students must submit a printed copy of the assignment to be turned in at the beginning of the class when the assignment is due. ed assignments are not accepted for this class. Weighting of class assignments are as follows: Application Papers Due Weeks % of grade Literature Review Due Week 9 10% of grade Clinical Issue Literature Review Due Week 11 20% of grade Case Analysis Due TBD Paper 20% of grade Presentation 20% of grade Class participation Ongoing 20% of grade Assignment One: Application Papers 10% of Grade Due: Weeks 2-8 This assignment consists of weekly application papers, discussing the films and case vignettes assigned in this class. These papers should be one page, and single spaced. The papers will focus on the specific model(s)/clinical issues that are to be discussed during weeks 2-8. Please note: The family therapy model(s) to be discussed will be announced 1 week prior to the class. However, if you choose to do the reflection papers in advance, you may. Just be sure to cover all 5 models covered throughout Weeks 2-8 of the course. These papers are an analysis of the application of theory, the therapy process, and specific techniques (from different models of therapy and clinical issues) to the cases and film assigned in this class. Weeks 2-5: Discuss specific models of family therapy Week 6: Discuss (general) clinical issues (i.e., engagement) as it applies to one of the cases/films from the class Weeks 7-8: Discuss issues in conducting couples therapy. You will submit a total of 7 application papers. These will be added to your Clinical Portfolio. Please bring a folder so that you can add each paper every week to your Portfolio. Papers are to be handed in class the day that the discussion of the specific topic is held. Late papers are not accepted; you will get points deducted from your grade for missing assignments. 4

5 Assignment Two: Literature Review 10% of Grade Due: Week 9 You are to do a very brief literature review and write a one page (single spaced) paper, selecting one article/chapter that addresses each of the topics listed below. Be ready to facilitate class discussion on the 9 factors and their implication(s) for family therapy. 1. Gender/gender identity 2. Race/ethnicity-culture/color 3. Social class 4. Religion/Faith/Spirituality/World View 5. Immigration status/documentation (of different family members) 6. Assimilation/acculturation (to U.S. culture) 7. Linguistic issues 8. Sexual orientation (of either parent and/or child) 9. Age of parents Your paper should show your ability to understand how each issue impacts various aspects of family life, process, functioning and family therapy (theory and intervention.) This paper is an opportunity for you to develop your critical thinking skills as they apply to the integration and application of family theory AND technique to important family characteristics. (PLEASE NOTE: This assignment is NOT a summary of this topic; NOR is it meant to summarize/present the integration/application of the literature that you review. It is YOUR own analysis!) Total number of pages is 9 (single spaced) this paper to be turned in week 9. Assignment Three: Clinical Issue Literature Review 20% of Grade Due: Week 11 You will select a topic of interest to you (i.e., substance abuse, domestic violence, divorce/separation, alternative family structures only select one (i.e., extended, augmented, gay/lesbian, foster, step/blended, single parent, etc.) and do a literature review on how this issue impacts family life, functioning and process, (This is NOT a literature review of the general topic; this is a literature that discusses issues as they relate [specifically to] families.) You will research the literature and summarize what the literature says about family life, interventions and evidenced-informed interventions. Total number of pages is 10 double-spaced pages, with citations APA style citations are not included in the number of pages required. 5

6 Assignment Four: Case Analysis Two Components Paper (20%) and Presentation (20%) Total: 40% of Grade Due: Student Sign-Up This paper is to be a case analysis of a family case vignette (that you construct) applying models of family therapy (2 min.-3 max) to your selected topic. You are to develop a genogram and an ecomap of your family/case. Your presentation should identify specific issues, concepts, theories to the analysis of this case. You will then develop an intervention plan using the process of therapy and the techniques from that model. Finally, you will list your goals of intervention as specified from the respective models of family therapy. This assignment should be 10 pages double-spaced, with a maximum of a 2 page case vignette and a minimum of an 8 page case discussion plus one page each for the genogram and ecomap. In addition to the paper, you are responsible for a class presentation of case and analysis. This will be your presentation of your case from assignment #4 Assignment 5: Class Attendance and Participation 20% of Grade 6

7 COURSE SCHEDULE Week 1 Other: Weeks 2-5 Assignments Due Date of class by section Overview of Course and Expectations Using an Integrative Approach to Family Therapy Clinical Considerations in Selecting Family Therapy Models Nature of the Presenting Problem(s) and the Focus/Goal of Family Therapy Nichols, M.P., & Schwartz, R.C. (2008). Family Therapy: Concepts and Methods (8th Ed.). Boston, MA: Allyn and Bacon. (Chapter 14: Integrative Models) In the first week of class you will be given a case vignette and an assigned a film to view of two dysfunctional families that we will use in our class discussions for the next few weeks. Please take notes, and be ready to discuss this case vignette/family and its implication for family therapy with the models that we will be reviewing. This is an important aspect of your learning and your ability to participate in class discussions which is one of the factors weighted into your final grade. Review of Family Therapy Models and the Integration of Theory Application of Skills and Techniques The Process of Family Therapy: Clinical Considerations in Selecting Family Therapy Models Problems in Communication (Communication Model of Family Therapy) Underlying Concerns (Bowen s Family of Origin/Intergenerational Model of Family Therapy) Problems in Family Organization and Structure (Minuchin s Structural Family Therapy Model) Conflict Resolution Brief Approaches (Strategic and Solution-Focused Family Therapy Models) The Family as the Expert in Family Therapy (Post-Modern and Narrative Family Therapy Approaches) Rasheed, J., Rasheed, M. N., & Marley, J. (2011). Family Therapy: Models and Techniques. Thousand Oaks, CA: Sage. Chapter 4: Communications/Humanistic Family Therapy Chapter 5: Family of Origin Family Therapy Chapter 6: Structural Family Therapy Chapter 7: Strategic Family Therapy Chapter 8: Solution-Focused Family Therapy Chapter 10: Narrative Family Therapy. Weekly Application Papers 7

8 Week 6 Assignment Due Weeks 7-8 Assignments Due Week 9 Assignment Due Week 10 Required Weeks Assignments Due: Clinical Issues in Family Rasheed, J., Rasheed, M. N., & Marley, J. (2011). Family Therapy: Models and Techniques. Thousand Oaks, CA: Sage. Chapter 11: Phases of family Therapy Weekly Application Paper Couples Therapy: Assessment Intervention Therapy Approaches to Couples Therapy Sperry, J.C., Carlson, J. & Peluso, P.R. (2006). Couples Therapy: Integrating Theory and Technique (2 nd Ed.) Denver, Co.: Love Publishing. Chapter 7: Adlerian and Constructivist Approached to Couples Therapy; Chapter 8: Affective Approaches to Couples Therapy Chapter 10: Assessment in Couples Therapy Chapter 11: Intervention in Couples Therapy Weekly Application Papers Cultural Diversity and Family Therapy Literature Review Due Religion, Faith, Spirituality, and World View and Family Therapy Rasheed, J.M., Rasheed, M.N., & Marley, J. (2011). Chapter 3: Ethnicity and Family Life. Special Clinical Issue Literature Review Due Week 11 8